Theories of developmental psychology:
Gespeichert in:
| Beteilige Person: | |
|---|---|
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
New York
Worth Publishers Macmillan Learning
[2016]
|
| Ausgabe: | Sixth edition |
| Schlagwörter: | |
| Links: | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=030302776&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Beschreibung: | Includes bibliographical references (page [435]-465) and indexes |
| Umfang: | xiii, 490 Seiten Illustrationen 24 cm |
| ISBN: | 9781429278980 1429278986 |
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| 653 | 0 | |a Developmental psychology | |
| 653 | 0 | |a Developmental psychology / Philosophy | |
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Datensatz im Suchindex
| _version_ | 1819272529722736640 |
|---|---|
| adam_text | Sergey Nivcns/Shuttcrstock
CONTENTS
Preface xi
CHAPTER 1
Introduction 1
What Is a Theory? 3
What Is a Developmental Theory? 7
Of What Value Is a Developmental Theory? 11
Organizing Information • Guiding Research
What Main Issues of Developmental Psychology
Do Theories Address? 14
What Is the Basic Nature of Humans? • Is Development Qualitative or
Quantitative? * How Do Nature and Nurture Contribute to Development? • What Is It
That Develops?
SUMMARY 23
CHRONOLOGY OF DEVELOPMENTAL THEORIES 23
ORGANIZATION OF THIS BOOK 23
SUGGESTED READINGS 24
CHAPTER 2
Piaget’s Cognitive-Stage Theory and the Neo-Piagetians 25
Biographical Sketch 26
General Orientation to the Theory 29
Genetic Epistemology * Biological Approach • Structuralism • Stage
Approach * Methodology
Description of the Stages 36
Sensorimotor Period (Roughly Birth to 2 Years) * Preoperational Period
(Roughly 2 to 7 Years) • Concrete Operational Period (Roughly 7 to
11 Years) • Formal Operational Period (Roughly 11 to 15 Years) • An Overview
Memory 55
Mechanisms of Development 57
Cognitive Organization • Cognitive Adaptation • Cognitive Equilibration • Section
Overview
v
vi CONTENTS
Position on Developmental Issues 62
Human Nature * Qualitative Versus Quantitative Development « Nature Versus
Nurture * What Develops
Applications 65
Evaluation of the Theory 66
Strengths * Weaknesses
Piaget’s Own Modifications of His Theory 80
The Neo-Piagetians 82
Robbie Case 1 Kurt Fischer * Neo-Piagetian Themes
Contemporary Research 89
Infants Advanced Competencies * Domain-Specific Concepts * Mechanisms of
Development
SUMMARY 93
SUGGESTED READINGS 94
CHAPTER 3
Freud’s and Erikson’s Psychoanalytic Theories 95
FREUD 96
Biographical Sketch 96
General Orientation to the Theory 99
Dynamic Approach « Structural Approach « Topographic Approach « Stage
Approach » Normal-Abnormal Continuum * Methodology
Description of the Stages 113
Oral Stage (Roughly Birth to 1 Year) • Anal Stage (Roughly 1 to 3 Years) « Phallic
Stage (Roughly 3 to 5 Years) • Period of Latency (Roughly 5 Years to the Beginning of
Puberty) * Genital Stage (Adolescence) * Case Study of Tittle Hans”
Mechanisms of Development 120
Position on Developmental Issues 122
Human Nature • Qualitative Versus Quantitative Development • Nature Versus
Nurture * What Develops
Applications 123
Evaluation of the Theory 124
Strengths • Weaknesses
Contemporary Research 129
ERIKSON 132
Biographical Sketch 133
General Orientation to the Theory 133
Psychosocial Stages * Emphasis on Identity * Expansion of Psychoanalytic Methodology
CONTENTS ► vii
Description of the Stages 139
Stage 1 : Basic Trust Versus Basic Mistrust (Roughly Birth to 1 Year) • Stage 2: Autonomy
Versus Shame and Doubt (Roughly 2 to 3 Years) • Stage 3: Initiative Versus Guilt (Roughly
4 to 5 Years) • Stage 4: Industry Versus Inferiority (Roughly 6 Years to Puberty) » Stage
5: Identity and Repudiation Versus Identity Diffusion (Adolescence) • Stage 6: Intimacy and
Solidarity Versus Isolation (Young Adulthood) • Stage 7: Generativity Versus Stagnation and
Self-Absorption (Middle Adulthood) • Stage 8: Integrity Versus Despair (Late Adulthood)
Mechanisms of Development 144
Position on Developmental Issues 145
Applications 146
Evaluation of the Theory 146
Strengths * Weaknesses
Contemporary Research 148
SUMMARY 150
SUGGESTED READINGS 152
CHAPTER 4
Vygotsky and the Sociocultural Approach 153
Biographical Sketch 155
General Orientation to the Theory 158
Ch i id-i n-Activity-i n - C u Itural - Context as the Unit of Study • Zone of Proximal
Development • The Sociocultural Origins of Individual Mental Functioning: The
Intermental Constructs the Intramental • Tools Provided by a Culture Mediate
Intellectual Functioning • Methodology
Mechanisms of Development 176
Position on Developmental Issues 177
Human Nature « Qualitative Versus Quantitative Development • Nature Versus
Nurture * What Develops
Applications 179
Evaluation of the Theory 182
Strengths e Weaknesses
A Related Approach: Developing-Person-ln-Context 188
Contemporary Research 192
Collaborative Problem Solving • Research Across Cultures * Social Change * Immigrant
Families * Development Through Narratives and Conversations * Concluding Comments
About Contemporary Vygotskian-Sociocultural Research
SUMMARY 207
SUGGESTED READINGS 209
viii ► CONTENTS
CHAPTER 5
Biological Approaches: Ethology,
Developmental Neuroscience, Genetics 211
Ethology 212
History of the Theory • General Orientation to the Theory • Contributions to Human
Developmental Psychology • Mechanisms of Development • Position on Developmental
Issues * Applications • Evaluation of the Theory • Contemporary Research
Developmental Neuroscience 248
Brain Development • Theoretical Issues • Applications • Summary
Genetics 257
Models of Gene X Environment Interactions • Epigenetic Models • Theoretical
Issues • Applications * Summary
Integrated, Multilevel Biological Theoretical Perspectives 268
SUMMARY 271
SUGGESTED READINGS 274
CHAPTER 6
Social Learning Theory 277
History of the Theory 279
Learning Theory • Social Learning Theory
General Orientation to the Theory 289
Observational Learning • Causal Model Includes Environment-Person-Behavior
System * Cognitive Contributions to Learning * Self-Efficacy and Agency
Examples of Developmental Research:
Moral Judgments and Gender Roles 300
Moral Judgments and Behavior • Gender-Role Development
Mechanisms of Development 303
Position on Developmental Issues 304
Human Nature 9 Qualitative Versus Quantitative Development • Nature Versus
Nurture • What Develops
Applications 306
Evaluation of the Theory 308
Strengths • Weaknesses
Contemporary Research 311
Cognitive Approaches to Learning • Imitation • Selective Social Learning from Others
SUMMARY 314
SUGGESTED READINGS 316
CONTENTS ► ix
CHAPTER 7
Information-Processing Theory 317
History of the Theory 320
General Orientation to the Theory 322
Humans as Information-Processing Systems • Development as Self-Modification • Task
Analysis • Methodology
Major Developmental Approaches 330
Memory • Metamemory • Mathematical Understanding • Rules for Problem
Solving * Computational Modeling
Mechanisms of Development 353
Position on Developmental Issues 355
Human Nature * Qualitative Versus Quantitative Development • Nature Versus
Nurture * What Develops
Applications 357
Evaluation of the Theory 360
Strengths * Weaknesses
Contemporary Research 365
Executive Function • Developmental Cognitive Neuroscience « Embodied
Cognition * Bayesian Computational Models • Developmental Robotics
SUMMARY 374
SUGGESTED READINGS 375
CHAPTER 8
Gibson’s Ecological Theory
of Perceptual Development 377
Biographical Sketch 378
General Orientation to the Theory 379
Ecological Approach: Affordances • Information Is Specified in Stimulation * Humans as
Active Perceivers * Methodology
What Infants Learn About 387
Communication * Interaction with Objects • Locomotion in the Spatial Layout
Mechanisms of Development 392
Position on Developmental Issues 393
Human Nature • Qualitative Versus Quantitative Development • Nature Versus
Nurture * What Develops
x CONTENTS
Applications 394
Evaluation of the Theory 394
Strengths • Weaknesses
Contemporary Research 397
SUMMARY 399
SUGGESTED READINGS 400
CHAPTER 9
Theories Today: Themes and Perspectives 401
Generally Accepted Theoretical Principles 402
Overview of Theorizing Today 403
Themes Driving Theorizing and Research Today 404
1. How general are developmental changes?
2. How can complex, dynamic change be captured theoretically?
3. How can theories best depict long-term development?
4. How can theories best depict universal and diverse aspects of development?
Position on Developmental Issues 419
SUMMARY 420
SUGGESTED READINGS 420
CHAPTER 1 0
Reflections 421
Developmental Issues Revisited 422
Human Nature • Qualitative Versus Quantitative Development • Nature Versus
Nurture « What Develops
Moving Toward Mechanisms of Development 426
Historical Progress of Developmental Theories 428
Critical Psychology: Are Theories of Development Gendered? 431
Conclusions 434
References 435
Name Index 467
Subject Index 477
|
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| spellingShingle | Miller, Patricia H. 1945- Theories of developmental psychology Kinderpsychologie (DE-588)4073410-9 gnd Entwicklungspsychologie (DE-588)4014963-8 gnd Theorie (DE-588)4059787-8 gnd |
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| title | Theories of developmental psychology |
| title_auth | Theories of developmental psychology |
| title_exact_search | Theories of developmental psychology |
| title_full | Theories of developmental psychology Patricia H. Miller, San Francisco State University |
| title_fullStr | Theories of developmental psychology Patricia H. Miller, San Francisco State University |
| title_full_unstemmed | Theories of developmental psychology Patricia H. Miller, San Francisco State University |
| title_short | Theories of developmental psychology |
| title_sort | theories of developmental psychology |
| topic | Kinderpsychologie (DE-588)4073410-9 gnd Entwicklungspsychologie (DE-588)4014963-8 gnd Theorie (DE-588)4059787-8 gnd |
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